TY - CHAP

T1 - Dialogic interactions in higher vocational learning environments in mainland China

T2 - Evidence relating to the effectiveness of varied teaching strategies and students' learning engagement

AU - Zhao, Yanmin

AU - Kleinknecht, Marc

AU - Ko, James

N1 - Publisher Copyright: © The Author(s) 2023. All rights reserved.

PY - 2023/6/27

Y1 - 2023/6/27

N2 - The study aims to explore students' learning in the vocational classroom learning environment and the teaching practices of vocation-oriented subjects in Chinese higher vocational institutions. Based on sixty lesson observations, four selected videotaped lessons were used to conduct in-depth dialogic interaction analysis of teacher-led (the teacher to students), student-led (students to the teacher), students to students, and students to the course content according to ICALT and CETIT dimensions of effective teaching. Vocational collaborative learning and adaptive instructions were analysed through the in-class activities of the learning processes that students were engaged in within the classroom. Findings suggest that dialogic teaching in classrooms enhanced practical understanding in specialised vocational subjects and students' learning engagement, for example, classroom practices such as small group teaching of vocational skills and lesson activities connected to work-related learning situations. The study also reveals that a built-in flexible teaching arrangement stimulates vocational students' involvement in collaborative learning and promotes interactions between students' classroom-based training activities. The study implies that effective dialogic classroom learning environments should integrate vocational students' career learning and work-based instructions.

AB - The study aims to explore students' learning in the vocational classroom learning environment and the teaching practices of vocation-oriented subjects in Chinese higher vocational institutions. Based on sixty lesson observations, four selected videotaped lessons were used to conduct in-depth dialogic interaction analysis of teacher-led (the teacher to students), student-led (students to the teacher), students to students, and students to the course content according to ICALT and CETIT dimensions of effective teaching. Vocational collaborative learning and adaptive instructions were analysed through the in-class activities of the learning processes that students were engaged in within the classroom. Findings suggest that dialogic teaching in classrooms enhanced practical understanding in specialised vocational subjects and students' learning engagement, for example, classroom practices such as small group teaching of vocational skills and lesson activities connected to work-related learning situations. The study also reveals that a built-in flexible teaching arrangement stimulates vocational students' involvement in collaborative learning and promotes interactions between students' classroom-based training activities. The study implies that effective dialogic classroom learning environments should integrate vocational students' career learning and work-based instructions.

KW - Dialogic interactions

KW - Learning engagement

KW - Vocational teaching effectiveness

KW - Educational science

UR - http://www.scopus.com/inward/record.url?scp=85170197677&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/d7b33d4d-1993-343f-9f6b-69dd123902fb/

U2 - 10.1007/978-3-031-31678-4_9

DO - 10.1007/978-3-031-31678-4_9

M3 - Chapter

AN - SCOPUS:85170197677

SN - 9783031316777

SP - 207

EP - 224

BT - Effective Teaching Around the World

A2 - Maulana, Ridwan

A2 - Helms-Lorenz, Michelle

A2 - Klassen, Robert M.

PB - Springer International Publishing

ER -